Luetke-Stahlman and Luckner suggest using prompts when teaching science lessons. Repeating important information or circling key words in written information to stress their importance can let hard-of-hearing/deaf know students that this is very important to take note of. Prompts should be diminished gradually until students no longer need them. They also suggest cooperative learning as a strategy for any subject, but it is extremely helpful for science lessons, especially for labs and experiments (343,242-243_).
Luetke-Stahlman, B. & Luckner, J. (1991). Effectively educating students with hearing impairments. New York, NY: Longman.
These are very good strategies. I find verbal and written prompts from teachers helpful to me even now. From my experiences with hh/d students, they seem to have difficulty knowing what they should distinctly remember, so prompts are very effective in teaching science where there is a lot of important information to remember. Cooperative learning in science is also effective for such things things as chemistry and biology experiments and labs. It helps students learn how to effectively collaborate ideas to come up with conclusions.